Exploring the Potential Benefits and Challenges of Implementing the Direct Method in Higher Education English Language Courses
Abstract
This study investigates the effectiveness of the Direct Method (DM) in teaching
English as a second language at the tertiary education level. The research aims to analyze the
application of the Direct Method in English language classrooms in universities and its impact
on students’ speaking and listening proficiency. The study employed a mixed-methods approach,
collecting both quantitative data from pre- and post-tests and qualitative data from student and
instructor interviews. The results indicate that the Direct Method significantly enhances students’
oral communication skills, especially in speaking and listening, but its limitations in addressing
reading and writing skills are noted. This research provides insights into the potential benefits
and challenges of using the Direct Method in higher education English courses.
Keyword
References
- Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching (3rd ed.). Cambridge University Press.
- Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching (2nd ed.). Oxford University Press.
- Celce-Murcia, M. (2001). Teaching English as a Second or Foreign Language (3rd ed.). Heinle & Heinle.
- Rivers, W. M. (1981). Teaching Foreign-Language Skills (2nd ed.). University of Chicago Press.
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This work is licensed under a Creative Commons Attribution 4.0 International License.
This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0). You are free to share and adapt this work for any purpose, including commercially, provided you give appropriate credit to the original author(s) and source, provide a link to the license, and indicate if changes were made.
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